The Role of Garden Based Nutrition Education in Enhancing Healthy Eating Habits and Cognition among Preschoolers
Shiji N *
Department of Community Science, College of Agriculture, Vellayani, India.
Beela G K
Department of Community Science, College of Agriculture, Vellayani, India.
*Author to whom correspondence should be addressed.
Abstract
Aims: 1)To assess the effectiveness of garden-based nutrition education in promoting healthy dietary habits and nutritional knowledge among preschool-aged children; 2) to evaluate the methodologies employed in studying the impact of garden-based nutrition education on cognitive development and academic performance in preschoolers; 3) to analyse the results of research studies investigating the use of garden-based nutrition education in improving nutritional status, cognitive function, and learning outcomes among preschool-aged children; and 4) to discuss the implications of findings related to the use of garden-based nutrition education for early childhood education, parental involvement, and public health policy.
Methods: We conducted a systematic literature review using electronic databases such as PubMed, PsycINFO, and Google Scholar to identify relevant peer-reviewed articles, reviews, and meta-analyses published between 2010 and 2022. Studies examining the impact of garden-based nutrition education on food habits and cognitive development among preschool-aged children were included in the review. Data extraction was performed to compile information on study objectives, methodologies, key findings, and implications.
Results: The review identified a growing body of literature highlighting the positive impact of garden-based nutrition education on cognition among preschool-aged children. Studies have demonstrated that garden-based nutrition education interventions lead to improvements in dietary intake, nutritional knowledge, and dietary behaviour among preschoolers and their families. Moreover, engagement in garden-based activities has been associated with enhanced cognitive function, academic readiness, and socio-emotional development among preschool-aged children.
Conclusion: In conclusion, garden-based nutrition education offers a promising approach to enhancing cognition among preschool-aged children by promoting healthy dietary habits and supporting cognitive development. This review highlights the importance of further research and innovation in the development and implementation of garden-based nutrition education programs tailored to the unique needs of preschoolers and their families. By integrating garden-based activities into early childhood education curricula and community-based interventions, stakeholders can work towards ensuring that all preschoolers have the opportunity to reach their full cognitive potential and thrive in their early years.
Keywords: Garden-based nutrition education, nutrition gardening, garden-based learning, food-based education, horticultural therapy preschoolers, cognition, early childhood, academic readiness, nutritional knowledge and dietary behaviour